FROM EAR TRAINING TO COGNITIVE EAR TRAINING: ESTABLISHING THE CETRA FRAMEWORK
Keywords:
Cognitive Ear Training (CETra), music education, auditory cognitionAbstract
This paper introduces Cognitive Ear Training (CETra) as a novel framework that reconceptualizes ear training as more than technical skill acquisition. While traditional approaches have emphasized pitch, rhythm, harmony, and sight-singing, they often overlook the cognitive prerequisites – such as attention, working memory, and executive control – that shape learning outcomes. CETra addresses this gap by integrating insights from cognitive neuroscience, music psychology, and pedagogy, positioning auditory training as both a musical and cognitive practice. Drawing on evidence from neural plasticity, music–language transfer, evolutionary and cross-cultural research, predictive coding, emotional engagement, and developmental studies, the paper demonstrates how CETra harnesses the interdependence of perception, attention, memory, self-regulation, and creativity. The framework is articulated through a Spotlight Model comprising seven interrelated dimensions – psychoacoustic, behavioral, psychoemotional, neurophysiological, physical, social, and pedagogical – each linking auditory processes with broader, cognitive functions. By reframing ear training as a multidimensional practice that cultivates transferable skills, CETra offers a paradigm shift for music education and establishes a foundation for future interdisciplinary research.
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